Support for Blended Learning |
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The link above shows survey responses about individual learning experiences from students who participated in my blended learning courses during Advanced Placement United States History.
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Classroom Example
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ImplementationVideo lectures posted to a course website
Lecture-based instruction allows social studies teachers to reinforce ideas, keeps students on task, and ensures that all students meet the mandated course requirements.* Create video lectures using screen-recording software like Screencastify and assign videos to students. Allow them to work at their own pace, pause, and replay the video. Post assignments and course resources online using Weebly, Google Sites, or Google Classroom Instructors should create online modules using host platforms such as Weebly, Google Sites, or Google Classroom. These resources are free, and students can access course work and video lectures/resources at any time, regardless of attendance or skill level. Students who need more time or instruction when completing assignments receive individualized aid from instructors, while students who work quickly and choose to learn beyond the lesson have access to resources that allow them to deepen their understanding of the required course content. Online collaboration using Drive or Office software Assign group projects with 4-6 students. Allow students to mentor one another, share perspectives, and collaborate on presentations using programs like Google Docs and Google Slides. Digital Assessments Using digitized assessments allows students to receive instant feedback on content mastery and ask questions immediately after taking assessments. This feedback provides individualized help for students at all learning levels, and it allows the instructor to give further explanations and remediation help for struggling learners. |
Critique of Blended Learning
Students are given an immense amount of freedom to work ahead, individually pace the reception of information, and ask for help. Many students do not take the opportunity to ask for individual help during online modules, even if face-to-face assistance is provided. One of the overarching critiques from the student feedback survey was the desire for more face-to-face discussions during blended learning courses in social studies. While students were provided the opportunity to self-pace in this course, some students took fifteen to twenty minutes longer than peers to finish independent lectures and assignments. This limited the time for class discussion and deliberation, which some students claimed was a detriment to their experience in the course. Social studies opens up opportunities for students to practice critical thinking, argumentation, and analysis of new information. Students should have opportunities in a social studies blended learning course to use textbooks, online lectures or review videos, collaborative digital assignments, and opportunities for face-to-face discussion and deliberation in order to truly optimize the learning experience.